Can Flipped classroom Really Improve Learning Performance? A Meta-analysis of 38 Experimental and Quasi-Experimental Studies
Flipped classroom teaching has achieved reverse innovation and has a profound influence in the global education. In order to explore the impact of flipped classroom on learning performance， domestic and foreign scholars have conducted a large number of experimental and quasi-experimental research. However，the research results are different. So the research question is 4 does flipped classroom really improve learning performance ^. In order to answer this question， this paper employed meta-analysis method， which is very popular worldwide. Thirty-eight empirical and quasi-experimental studies are selected and quantified to analyze the impact of flipped classrooms on learning performance. These empirical and quasi-experimental studies were retrieved from the following databases from July 2011 through November 2017： Google Scholar，ERIC，Web of Science，Spring， SAGE， Elsevier， the China National Knowledge Infrastructure， the Wanfang Database， and the Chinese Scientific Journal， the search terms including Flipped Classroom， Flipping Classroom， Learning Effectiveness， Learning Achievement， Learning Effect， Learning Performances. The results showed that: 1) the overall effect size of the included studies was 0. 35， which indicates that the flipped classroom has a positive impact on students， learning; 2 ) compared with English，physics， medical science， flipped chemistry， and biology， teaching mathematics with flipped classroom has greater impact on students^ learning，which has promising futureteaching with flipped classroom in small-scale classroom has a greater impact on learning performance than medium- and large-scale classroom; 4) Compared with the academic progress of low-achievement students，high-achievement students’ achievement is more significant.
|關鍵詞||翻转课堂、元分析、学习效果、合并效应量、flipped classroom、meta-analysis、learning performance、the overall effect size、CSSCI|